Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Basic Marketing Research Customer Insights and Managerial Action

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Chapter 12: Collecting Data by Communication

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Measurement “rules for assigning numbers to objects in such a way as to represent quantities of attributes” Source: Peter D. Bennett, ed., Dictionary of Marketing Terms, 2nd ed. (Chicago: American Marketing Association, 1995), p. 173.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Higher levels of measurement have all the properties of lower levels of measurement.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning NOMINAL SCALE Measurement in which numbers are assigned to objects or classes of objects solely for the purpose of identification.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning ORDINAL SCALE Measurement in which numbers are assigned to data on the basis of some order (for example, more than, greater than) of the objects.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning INTERVAL SCALE Measurement in which the assigned numbers legitimately allow the comparison of the size of the differences among and between members.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning RATIO SCALE Measurement that has a natural, or absolute, zero and therefore allows the comparison of absolute magnitudes of the numbers.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Measuring Attitudes and Other Unobservable Concepts SELF-REPORT A method of assessing attitudes in which individuals are asked directly for their beliefs about or feelings toward an object or class of objects. Most common approach to measuring attitudes

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Three General Types of Self- Report Attitude Scales Itemized-Ratings Scales Graphic-Ratings Scales Comparative-Ratings Scales

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning ITEMIZED-RATINGS SCALES A scale on which individuals must indicate their ratings of an attribute or object by selecting the response category that best describes their position on the attribute or object. EXAMPLES: Likert Summated-Ratings Scales Semantic Differential Scales

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Summated-ratings Scale A self-report technique for attitude measurement in which respondents indicate their degree of agreement or disagreement with each of a number of statements.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Semantic-differential Scale A self-report technique for attitude measurement in which the subjects are asked to check which cell between a set of bipolar adjectives or phrases best describes their feelings toward the object.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning GRAPHIC-RATINGS SCALES A scale in which individuals indicate their ratings of an attribute typically by placing a check at the appropriate point on a line that runs from one extreme of the attribute to the other.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning COMPARATIVE-RATINGS SCALES A scale requiring subjects to make their ratings as a series of relative judgments or comparisons rather than as independent assessments.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Constant-sum Method A comparative-ratings scale in which an individual divides some given sum among two or more attributes on a basis such as importance or favorability.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Other Considerations in Designing Scales Number of items in a scale – Global measures vs. composite measures Number of scale positions – Odd or even number? Including a “don’t know” or “not applicable” response category

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Establishing the Validity and Reliability of Measures

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning SYSTEMATIC ERROR Error in measurement that is also known as constant error since it affects the measurement in a constant way. RANDOM ERROR Error in measurement due to temporary aspects of the person or measurement situation that affects the measurement in irregular ways.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning RANDOMSYSTEMATIC ERROR ERROR

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning RELIABILITY Ability of a measure to obtain similar scores for the same object, trait, or construct across time, across different evaluators, or across the items forming the measure. VALIDITY The extent to which differences in scores on a measuring instrument reflect true differences among individuals, groups, or situations in the characteristic that it seeks to measure or true differences in the same individual, group, or situation from one occasion to another, rather than systematic or random errors.

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning Unreliable Reliable Reliable Not ValidNot Valid Valid

Brown, Suter, and Churchill Basic Marketing Research (8 th Edition) © 2014 CENGAGE Learning A measure can be reliable but not valid. A valid measure must be reliable.